MUESTRA SESGADA SUPUESTOS PRACTICOS INGLES 2014-2015
Primera edición, 2014 Autora: Cristina Rodríguez ISBN: En curso Depósito Legal: En curso Printed in Spain/Impreso en España. Todos los derechos reservados. No está permitida la reimpresión de ninguna parte de este libro, ni de imágenes ni de texto, ni tampoco su reproducción, ni utilización, en cualquier forma o por cualquier medio, bien sea electrónico, mecánico o de otro modo, tanto conocida como los que puedan inventarse, incluyendo el fotocopiado o grabación, ni está permitido almacenarlo en un sistema de información y recuperación, sin el permiso anticipado y por escrito del editor. Alguna de las imágenes que incluye este libro son reproducciones que se han realizado acogiéndose al derecho de cita que aparece en el artículo 32 de la Ley 22/18987, del 11 de noviembre, de la Propiedad intelectual. Educàlia Editorial agradece a todas las instituciones, tanto públicas como privadas, citadas en estas páginas, su colaboración y pide disculpas por la posible omisión involuntaria de algunas de ellas. Educàlia Editorial S.L. Avda. Jacarandas nº 2 - loft 326-327 - 46100 Burjassot - València Tel: 96 327 35 17 E-Mail:
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HOW TO DEVELOP A CASE STUDY?
The first thing we have to do is to select the questions we are going to develop. There would be 2 different questions and we have to choose 1 of them and answer.
Taking into account that we should have 1 hour and a half to develop the questions, we can not loose many time selecting it, so we would take five minutes to read them slowly and we would choose that questions whose answer we have clearly structured in our brain.
To answer to the question we will follow the following layout:
1- Introduction. We would make a brief introduction in which we would explain why we have chosen that question. 2- Legislation. We will explain the current legal framework, mentioning the Common European Framework of Reference for Languages. 3- Context/type of students. Kind of school, personal and /or material resources, socio-cultural context, number of students, special needs, coeducation, behavioural issues, demographics, etc. 4- WHAT are they asking about? -
Specific content: Definition, student development, author, classification, etc.
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FL content: Listening, Speaking, Writing and/or Reading.
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Didactic content: Evaluation, Methodology, etc.
5- What do we need to do with the WHAT? Lesson, activity, sequence, progression, unit, strategies, etc. 6- Conclusion
I am going to develop one question as example. www.e-ducalia.com Autor: Cristina Rodríguez Díaz
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It’s about an intercultural primary school situated in the outlying area of the town, with a high number of immigrant pupils. You must develop a topic (addressed to pupils of the third cycle, of Primary Education). This topic will have an introductory character. In this classroom, with 20 pupils, 6 of them are Romanian, 5 of hem are Ecuadorian and the rest of them are Spanish. Which methodology would you use? Reason your answer. For designing this unit, I have had in mind the curricular concretion levels. Planning depends on the concepts every teacher has about teaching and more specifically about the curriculum. This unit is congruent with the current educative laws, the Organic Law of Education 2/2006 of 3rd of May, which is the current educative law in Spain, where we can find the General Objectives for Primary Education and for the Foreign Language Area among other important aspects; the autonomous law which specifies some aspects and the Common European Framework of Reference for Languages (2001), which describes in a comprehensive way
the competences necessary for
communication, the related knowledge and skills and the situations and domains of communication. The following unit is addressed at Primary Education and more specifically at 3rd cycle, 5th grade. The students are going to make an imaginary trip to London along the course by approaching the English culture in their English Language subject at school. They are going to be accompanied by a character which is called Mr. Case, which is a suitcase, as they are going to travel they need to bring their suitcases, so Mr. case is going to introduce every item as the same time that guides them along the course. This lesson planning treats everything related to what they are going to need: vocabulary, structures, historical and cultural information. Communication is the final aim, so communicative activities will play an important part of this planning, using the communicative language teaching. www.e-ducalia.com Autor: Cristina Rodríguez Díaz
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During the course, the students are going to become familiar with the typical cultural items of England and of London. They are going to role-play the situations in order to be competent and successful in London. In the same way, they are going to learn about the typical meals, festivities, shopping, leisure, and important places of London. The L.O.E. states that pedagogic methods will be adapted to the characteristics of the students, will favour the capacity to learn on their own and work as a team promoting creativity and dynamism, and will integrate resources of information and communication technologies in learning. According to these, the methodological principles of my lesson planning are the following:
Teaching methodology in Primary Education should generally aim for students’
development, integrating their experiences and learning.
Teaching must be personalized and adapted to the various learning rhythms of
each student.
The teacher is responsible for the approach to be used, which in turn are to
respect a series of methodological principles of a general nature proposed by the Autonomous Community.
Recreational activities constitute an especially suitable resource at this level.
Contents should be organized with a global focus.
The teaching process will be based on the students’ constructive activity,
ensuring that what is learnt will be of actual use and will encourage students to learn on their own. The Specific Methodology of this lesson planning for 5th grade students is based on the principle of methodological flexibility. Many different methods are used in this planning in order to develop the four linguistic skills. The Communicative Approach is the most important of these methods, since we need to be communicatively competent to achieve the main goal of this planning, a trip to London. With reference to the different approaches, I will try to foster at all times the development of the communicative competence in my students. Thus, I propose active exercises in which they have to interact with their partners in order to get some personal information, while they are using the language in a natural way from the very beginning. Following the Communicative Language Teaching approach.
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One of the most important methodological criteria refers to error treatment. In the process of the acquisition of the new linguistic system, I consider errors as something natural, which is an evidence of the progressive control of that system. My attitude toward this fact will be positive, and I will not consider the errors made by the students in the first steps of learning as a symbol of failure. The students will be the centre of the teaching-learning process, acting actively in the different activities I will propose. The teacher will be seen as a kind of guide, who gives an initial input, then proposes activities, and so on. The principles behind the Communicative Approach underline the importance of using authentic or realistic materials, providing opportunities to use the language for actual communication. Games have an important place in this planning, as they are very useful because they are motivating and have and element of fun. They also provide good opportunities for practicing the language. The first lesson of every unit consists on the introduction of a context in which we are going to be involved in our trip. The new vocabulary and structures will be introduced orally. In the second lesson, there will be introduced more new vocabulary and communicative structures will be introduced in a contextualised way, supported by pictures, flashcards, worksheets and so on. It is the moment to practise the language contents deeply. The third lesson will focus more on the practise as well as the production. And finally, the fourth lesson will be important because of the assessment of the unit with a final task. The students will make a Portfolio, in which they will reflect their knowledge in English and will use as a European Passport of English, by which they should know which is their level of English.
The topic I have chosen is animals, as they are going to go to the zoo. The objectives for this topic are: o To understand oral and written texts about animals. o To describe animals and their habitats correctly and coherently using visual support and/or non verbal strategies. www.e-ducalia.com Autor: Cristina Rodríguez Díaz
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o To use the prepositions correctly. o Classify animals in semantic fields. o To be aware of the importance of protecting both wild and domestic animals o To cooperate with and respect the other classmates o To show politeness attitudes
The Unit communicative functions are: o Interacting with the group in the class. o Creating a display in groups and present it to the rest of the class. o Describing animals o Describing animals habits o Comparing animals.
The contents for this topic are: - Key language structures: o Action verbs: tame, eat, drink, bite, fly, run, swim, jump, compete. o Express abilities: It can/can´t______. o Wh- questions: Where does the monkey live? What can it do?... - Key vocabulary: o Wild animals: monkey, elephant, tiger, lion, butterflies, rabbit. o Domestic animals: dog, cat, cow, sheep, hen, pig.
• Habitats: farm,
jungle, sea, forest... o Qualifying adjectives: funny, big, small, strong, long, beautiful, lovely, modern.. The model for planning I have selected to base my lesson planning is the ESA planning model, by Jeremy Harmer which basically structured the learning/teaching process into six sections in each unit. There are the following ones: 1. Starting with the setting classroom routines; in which students repeat the opening chant, after that, they put the calendar in the correct order (the day of the week, the number, the month, the year the season and the weather of the www.e-ducalia.com Autor: Cristina Rodríguez Díaz
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day), and finally they dress up Mr. Case, which is the character that guides the students along the course activities. This puppet represents a suitcase and is handed on the wall, so the students dress up it according to the season and the weather of the day. 2. Then, checking previous knowledge, in which students practise their previous knowledge. The first activity is called WHAT DO YOU KNOW ABOUT ANIMALS? Teacher survey the students The main aim of the activity is reviewing the previous knowledge. The linguistic skills involved are listening and speaking. The interaction is individual and whole class. The resources needed are pictures of animals. 3. Following with the engage stage; in which the students make activities that arouse their interest and engage their emotions. The first is called ANIMALS I KNOW. Students classify animals in wild and domestic.. The aim of this activity is classifying. The four linguistic skills are involved. The interaction is individual and group work, and the resource we need are the animals’ cards and the Student’s Book. The following activity is called ZOO ANIMALS. Teacher explains the animals they could see there. The main aim is giving information. The skills related are listening, and speaking. And the group interaction is individual and whole class. The resource needed is the blackboard. 4. Since here all the activities corresponded to the engage stage, now, we are going to pass to the practice/communication stage, in which the students are going to be involved in activities focused on language.
The first activity is called IS THIS LEG FROM A DOG? Teacher sticks
flashcards with animals and gives the students cards with parts of the body. Students stick them. The main aims of the activity are interacting with the group and practising vocabulary. The linguistic skills involved are listening, speaking and reading. The group interaction will consist on individual work, group work and whole class work. The resources needed are the animal’s flashcards, the body parts cards and the Student’s Book.
The following activity is called MMM…DELICIOUS! Teacher gives pictures
with animals’ food and students have to match. The main aim is giving some basic information. The skills involved are listening and speaking. The www.e-ducalia.com Autor: Cristina Rodríguez Díaz
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interaction is individual and whole class work; and the resources needed are animals and food cards.
The next activity is called THE LION SLEEPS TONIGH. Students sing a
song. The main aim of the activity is practising the new vocabulary. The skills related are listening, speaking and reading. The interaction is individual and whole class work. The needed resources are the Student’s Book and the Animals’ song.
The last activity of this stage is called WHERE DOES THE LION LIVE?.
Teacher presents different habitats cards, then, gives cards with habitats and animals, students match. The main aims of the activity are interacting with the group, practising new vocabulary and structures. The four linguistic skills are involved in this activity. The interaction is individual, group and whole class work. The resources needed are the Student’s Book, the animals’ cards and the habitat cards. 5. Since here the practice/communication stage. Now we are going to pass to the Activate Stage, in which the students are going to be involved in activities that are designed to get students to use the language as communicatively as they can. During this stage, students do not focus on language construction or practise particular language patterns, but use their full language knowledge in the selected situation or task.
The first activity of this stage is called WHICH ANIMAL IS IT? Drawing parts
separately students guess which animal is. The main aim of this activity is drawing items creatively. It’s a writing activity. It’s an individual and whole class activity. The resource needed is the blackboard.
The next activity is called YOU ARE A CAT! Each student says a sentence
and mime, the others have to guess. The main aim is interacting with the group. The linguistic skills related are listening, speaking and reading; and the group interaction consists on individual, group and whole class work.
The following activity is called WE GO TOGETHER! Each student has a
card with an animal, a part of the body, habitat or food. By asking questions they have to make groups. The main aims are practising the language and reinforcing vocabulary. The linguistic skills related are reading and writing. It is www.e-ducalia.com Autor: Cristina Rodríguez Díaz
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an individual activity, and the resources needed are cards: animal’s body, habitat and food.
Another activity of this stage is called ANIMALS CARE WORKERS. It’s a
reading activity about animals. The main aims of this activity are reading comprehension and interacting with the group. The four linguistic skills are involved in this activity. The interaction is individual, pair work and whole class. The resource needed is the Student’s Book.
The last activity of this stage is called MY FAVOURITE ANIMAL. Students
present their favourite animals, describing. The main aim is giving information. The four linguistic skills are involved. The interaction is individual and whole class, and the resource needed is the Student’s Book. 6. To finish the unit students do a final task; in which they practise all their knowledge with a purpose. At the same time that the assessment takes place, assessment of the student with the Final Task, assessment of the teacher and assessment of the planning. Students will also assess themselves with the “I know how…” worksheet. The final task of this unit is called WE ARE GOING TO THE ZOO: Student’s go to the zoo and complete a chart with basic data about the animals they see. The main aims are giving and asking for information; describing animals’ habits; practising and reinforcing knowledge; assessment. The resources we need are the Student’s Book and the Zoo brochure. This last sheet as well as the Final Task activities and some others worksheets, are collected on the student’s Portfolio, which is a box that each student has and serves as a linguistic passport. The purpose of the Portfolio is the student to be able to know his or her own level of English around Europe. So if a student comes or goes to another European country, his or her teacher would be able to know their English’ level. For the evaluation and assessment of this unit I will do first an initial evaluation in order to determine the students’ starting level. Progress evaluation to know how the process is being developed. The teacher will take notes day by day about the process of learning and the activities of the students. Finally, there will be a final evaluation, www.e-ducalia.com Autor: Cristina Rodríguez Díaz
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the students will complete a self-assessment worksheet for the Portfolio in order to evaluate themselves and be aware of their learning process. The teacher will also complete a self-assessment worksheet to evaluate the teaching process. For the assessment of this Unit, the criteria I consider are that children will be able to use English to: o
Describe animals correctly and coherently.
o
Understand and follow instructions on a map.
o
Use the prepositions correctly to say where things are.
o
Be aware of the importance of taking good care of wild and domestic
animals. o
Ask and answer questions about animals correctly and coherently.
To conclude I want to say that in this Didactic Unit I have demonstrated that it is based on updated Spanish legislation, all levels of educational planning have been contemplated and included in objectives, contents and evaluation criteria. After creating this document I can state I have shown my professional ability as a teacher to adapt the curriculum to my pupils´ needs, making it interesting and motivating via the personalization of materials For the designing of this unit I have taken into consideration the following bibliography: Halliwell, S. (1992) Teaching English in the Primary Classroom. Longman Cristal, D. (1987) The Cambridge Encyclopedia of Language. Cambridge. Harmer, J (1983) The Practice of English Language Teaching. Longman. Brewster, Ellis, Girard (1992) The Primary English Teacher’s Guide. Penguin.
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